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研究生: 沈法柔
Fryda Marcela Sales Bogle
論文名稱: Professional Development and the Performance of Teachers of English as a Foreign Language in Taiwanese Cram Schools: A Study Based on the Self-Efficacy Model
Professional Development and the Performance of Teachers of English as a Foreign Language in Taiwanese Cram Schools: A Study Based on the Self-Efficacy Model
指導教授: 張媁雯
Chang, Wei-Wen
學位類別: 碩士
Master
系所名稱: 國際人力資源發展研究所
Graduate Institute of International Human Resource Developmemt
論文出版年: 2015
畢業學年度: 103
語文別: 英文
論文頁數: 85
中文關鍵詞: EFL TeachersPerformanceProfessional DevelopmentSelfefficacy
英文關鍵詞: EFL Teachers, Performance, Professional Development, Selfefficacy
論文種類: 學術論文
相關次數: 點閱:96下載:11
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  • The world is becoming a “global village”, where regarding the cultural differences we still need to communicate among each other. Finding a common language to communicate is vital, therefore more and more people are learning English, which is considered one of the main global languages. In non-English speaking regions such as Asia efforts are done in order to motivate their citizens in the acquisition of this language, specifically in Taiwan R.O.C. In Taiwan, more EFL Teachers are needed in order to fulfill the demand of the people interested in to learn the language. Cram schools in Taiwan are encouraged to foster professional development experiences to their staff and moreover including self-efficacy within these experiences. Professional development for teachers includes: formal learning and informal learning. Basing professional development on the self-efficacy theory (Bandura, 1977) provides great insights for educators, because permits them to find the sources to boost their confidence, enhance their instructional practices and commit to the organization where they work. In this qualitative research 24 EFL teachers who work in cram schools in Taiwan were interviewed, transcripts of the interview and coding was done to learn more about the experiences in professional development and self-efficacy for teachers in Taiwan. In the construction of professional development including self-efficacy sources: work experience and feedback from superiors and students, were main findings in this research.

    The world is becoming a “global village”, where regarding the cultural differences we still need to communicate among each other. Finding a common language to communicate is vital, therefore more and more people are learning English, which is considered one of the main global languages. In non-English speaking regions such as Asia efforts are done in order to motivate their citizens in the acquisition of this language, specifically in Taiwan R.O.C. In Taiwan, more EFL Teachers are needed in order to fulfill the demand of the people interested in to learn the language. Cram schools in Taiwan are encouraged to foster professional development experiences to their staff and moreover including self-efficacy within these experiences. Professional development for teachers includes: formal learning and informal learning. Basing professional development on the self-efficacy theory (Bandura, 1977) provides great insights for educators, because permits them to find the sources to boost their confidence, enhance their instructional practices and commit to the organization where they work. In this qualitative research 24 EFL teachers who work in cram schools in Taiwan were interviewed, transcripts of the interview and coding was done to learn more about the experiences in professional development and self-efficacy for teachers in Taiwan. In the construction of professional development including self-efficacy sources: work experience and feedback from superiors and students, were main findings in this research.

    CHAPTER I INTRODUCTION ...........................................................1 Background of the Study ...................................................................................1 Statement of the Problem ........................................................................... .......3 Theoretical Framework ......................................................................................4 Purpose of the Study ..........................................................................................7 Questions of the Study .......................................................................................8 Significance of the Study ...................................................................................8 Definition of Terms ............................................................................................8 CHAPTER II LITERATURE REVIEW ...............................................11 Professional Development for Teachers ............................................................11 Teachers’ Performance ......................................................................................18 Self-efficacy Theory and its Influence on Performance ....................................22 Summary ............................................................................................................25 CHAPTER III RESEARCH DESIGN ...................................................27 Research Approach.............................................................................................27 Research Framework .........................................................................................27 Sample and Participant Selection……………………………………………...28 Data Collection ..................................................................................................32 Data Analysis .....................................................................................................35 Example of Interview Analysis………………………………………………...36 Research Procedure ............................................................................................41 Transferability ....................................................................................................41 Dependability (Reliability) .................................................................................41 Validity ...............................................................................................................43 CHAPTER IV FINDINGS AND DISCUSSION ..................................44 Professional Development for EFL Teachers ...................................................44 Professional Development: Formal Learning………………………………….45 Professional Development: Informal Learning………………………………..50 Perceived Outcomes from Formal and Informal Learning: Experiences for EFL Teachers in Taiwan..........................................................56 The Influence of Professional Development on Teachers’ Performance: Strategies Learned from Teaching Performance .......60 Discussion ..........................................................................................................65 CHAPTER V CONCLUSIONS AND SUGGESTIONS ......................68 Conclusions ........................................................................................................68 Implications.........................................................................................................71 Suggestions ........................................................................................................73 Limitations.. .......................................................................................................74 REFERENCES .......................................................................................75 APPENDIX A: INTERVIEW INSTRUMENT ......................................82 APPENDIX B: QUESTIONNAIRE .......................................................83 APPENDIX C: CONSENT LETTER .....................................................85

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